About eight years ago, I was invited to a meeting with an education research group in Orange County. I was recommended to them by two assistant superintendents that I’d worked with previously. The organization was interested in bringing me on to serve as a Program Evaluator—a person responsible for assessing the quality, functionality, and efficiency of systems. I previously taught statistics and research techniques at the University of Redlands and worked as a compliance officer at Fresno and San Diego Counties Office of Education so I had some insight into evidence driven enterprise evaluation processes.
Although interested, taking the job would’ve meant giving up a pension and a stable, lifetime income source for me and my family so it just wasn’t in the cards for us. Plus, there were many more qualified candidates than I, I’m sure.
During the meeting, one of the Ph.D.s mentioned Strengths Based Leadership by Donald O. Clifton, Tom Rath, and Barry Conchie. It’s a text that explores the idea that effective leadership is rooted in understanding and leveraging one's own strengths and those of others. The book is grounded in extensive research conducted by Gallup, including over 20,000 interviews with senior leaders, studies of over a million work teams, and decades of Gallup polls. The central premise is that the most successful leaders focus on their strengths, build strong teams by surrounding themselves with the right people, and understand the needs of their followers.
They were gracious enough to give me a copy of the book as I departed and recently, I dusted it off again to review the concepts.
Key takeaways from the book include:
Investing in Strengths: Effective leaders focus on their strengths rather than trying to improve weaknesses. They also encourage their teams to do the same.
Building Effective Teams: Leaders should identify and maximize the strengths of their team members, ensuring that everyone contributes effectively to the collective effort.
Understanding Followers' Needs: Great leaders recognize and address the core needs of their followers, such as trust, compassion, stability, and hope.
In both K-12 and university settings, effective leadership is crucial for fostering environments where students, educators, and staff can thrive. Drawing from the principles outlined in "Strengths Based Leadership" educational leaders can adopt strengths-based approaches to foster growth and success. Here are actionable strategies tailored to K-12 and higher education settings, with examples of how they can be implemented.
Identify and Invest in Your Strengths
Educational leaders will benefit by firstly identifying their strengths to better align their responsibilities with their natural abilities. The CliftonStrengths assessment may be a valuable tool for this1. Once strengths are identified, leaders can focus on tasks that align with these strengths, enhancing their effectiveness and job satisfaction.
For example, a high school principal might discover through the assessment that their top strength is communication. They could then take the lead in community engagement efforts, such as organizing town hall meetings or writing newsletters, to foster transparency and build trust within the school community. In a university setting, a department chair with a strength in "learner" might focus on creating professional development opportunities for faculty, such as workshops on the latest teaching methodologies, ensuring the department remains at the forefront of educational innovation.
Build and Empower a Strengths-Based Team
Recognizing and leveraging the strengths of team members is essential for building an effective educational team. Leaders should assign roles based on individual strengths, rather than trying to make everyone good at the same tasks. This approach not only maximizes productivity but also enhances team morale.
In a middle school, for instance, a principal might identify a teacher who excels in relationship building and assign them to mentor new teachers. This allows the mentor to use their natural ability to connect with and support others, helping new teachers acclimate more quickly. Similarly, a university dean could recognize a faculty member's strength in analytical thinking and assign them to lead the data analysis for a grant-funded research project, ensuring the research is rigorous and well-supported by evidence.
Understand and Address the Needs of Your Teams
Educational leaders should be attuned to the needs of their teachers, staff, and students, particularly their needs for trust, stability, compassion, and hope. Addressing these needs can create a more supportive and productive environment.
For example, an elementary school principal might create a wellness program for teachers to address burnout, which is a significant issue in many schools. By showing compassion and providing support, the principal can reduce stress and improve teacher retention. In a university setting, a president might regularly meet with student leaders to discuss campus issues, demonstrating trust and transparency. This approach helps build a sense of stability and hope among the student body, particularly during times of change or uncertainty.
Foster a Collaborative and Strengths-Based Culture
Creating a culture where strengths are recognized and celebrated fosters collaboration and innovation. Leaders should encourage this culture by setting an example and providing opportunities for team members to use their strengths.
In a school district, for example, the administration might implement a "Strengths Week," where students and staff share their strengths and how they use them in their roles. This initiative encourages a culture of mutual respect and collaboration, as everyone learns to appreciate the diverse talents within the school community. At a university, a strengths-based approach could be integrated into faculty meetings, where departments share examples of how they are using their strengths to improve student outcomes, fostering collaboration and cross-departmental innovation.
Focus on Long-Term Strategic Goals
Strategic thinking is crucial in education, where leaders must balance immediate needs with long-term goals. By applying their strategic strengths, leaders can guide their institutions through periods of change and ensure sustained success.
A district superintendent, for instance, might use their strategic strengths to develop a five-year plan that includes expanding STEM programs, integrating technology in classrooms, and enhancing teacher training. This long-term vision helps the district stay focused on future growth and development. Similarly, a university provost might lead a strategic initiative to internationalize the campus by creating more study abroad opportunities and partnerships with foreign universities, drawing on their strength in "futuristic" thinking to position the university as a global leader in education.
Continuous Learning and Adaptation
The dynamic nature of education requires leaders to be lifelong learners who are willing to adapt and evolve. Strengths-based leadership encourages leaders to continuously seek new ways to apply their strengths in changing circumstances.
In a K-12 setting, a curriculum director might stay ahead of educational trends by attending conferences and bringing back new ideas to implement in the district’s curriculum, ensuring that the district’s offerings remain innovative and relevant. A university president with a strength in adaptability might lead the institution through a sudden transition to online learning, organizing resources and support for faculty and students to ensure a smooth transition and maintain educational quality.
Strengths-based leadership offers a transformative approach for educational leaders at all levels. By identifying and leveraging their own strengths and those of their teams, understanding the needs of their followers, and focusing on long-term goals, leaders can create a positive, effective, and resilient educational environment. Implementing these strategies in K-12 schools and universities not only enhances leadership effectiveness but also contributes to the overall success and well-being of students, staff, and the broader educational community. The journey begins with recognizing that leadership is not about being good at everything—it's about being great at what truly matters.
As I continue to lead and engage with educational communities, I often find myself returning to the principles of strengths-based leadership. What began as a meeting eight years ago has since become a cornerstone of my approach—leading not by trying to be everything to everyone, but by being the best version of myself for those I serve.
NOTE: The CliftonStrengths survey is not free. But if you’re not sure how you strategically think, build relationships, influence people, and execute initiatives, it may be worth your while…